The Development of RBL-STEM Learning Materials to improve Students’ Combinatorial Thinking Skills in Solving DNA Protection Problems

Abstract

Students often face challenges in solving complex mathematical problems in realworld contexts due to low combinatorial thinking skills. To address this, the RBLSTEM learning method—a model that integrates Research-Based Learning (RBL) with the STEM approach (Science, Technology, Engineering, and Mathematics)— offers a research-oriented, practical framework for effective learning. This study aims to identify the syntax of the RBL-STEM learning method, describe the process and results of developing the material, and analyze students’ combinatorial thinking skills. The research method used is research and development (R&D). The output of this research includes RBL-STEM learning materials such as semester learning plans, student assignments, worksheets, and learning outcomes tests. The results of material development showed a high level of validity with a score of 95%. The pilot test involved 40 students, and the implementation of these learning materials was rated as practical with a score of 92.5% and effective with a score of 90%. Students showed very positive engagement and responses to this learning method. Analysis of the pre-test and post-test results revealed that students' combinatorial thinking skills improved, particularly in solving problems related to irregular reflexive k-labeling. This study also identified three levels of combinatorial thinking skills: high, medium, and low. The results of the statistical analysis confirmed the improvement of these skills. Thus, the RBL-STEM learning method has significant potential to enhance students' combinatorial thinking skills in relevant fields like DNA protection